Preamble

The Faculty of Business Informatics and Applied Computer Science (WIAI) sees itself as a place of education, research and innovation. We create an environment characterised by respect, openness and fairness, giving all members – students, teachers, researchers and staff – the opportunity to develop their potential.

Our actions are guided by the fundamental values of the University of Bamberg: human dignity, equality, inclusion, participation, democracy, and the rights to freedom and equality enshrined in the German Basic Law, including freedom of expression within the framework of respectful academic debate. This Code of Conduct for Studying and Teaching supplements the university's teaching mission statement and translates its principles into concrete rules of conduct for faculty culture. It serves as a framework for guidance and formulates expectations regarding the behaviour of individuals and their interaction in studying and teaching. It outlines the behaviour we expect at our faculty.

1. Respect, fairness and integrity

• We treat each other with appreciation and respect – regardless of origin, gender, age, religion, sexual orientation or disabilities.
• We do not tolerate discrimination, harassment or disrespectful behaviour at our faculty.
• We are committed to honesty and academic integrity in all areas – teaching, research, administration and interaction with one another.

2. Conduct in studies and teaching

• Good teaching creates space for self-determined, interest-driven learning and promotes critical, logical and creative thinking.
• Students take responsibility for continuous, independent work in accordance with the Bologna requirements (ECTS workload) and prepare conscientiously for courses. They support other students and contribute to university life, for example in student councils, student initiatives or academic self-administration.
• Teachers see themselves as role models and, due to their role, bear a special responsibility for a non-discriminatory, respectful and inclusive learning environment. They reflect on their teaching practice, are open to feedback and intervene actively and appropriately when they perceive disrespectful or discriminatory behaviour.
• Respectful and appreciative interaction in teaching includes
  • the appreciative involvement of all students in class by the teachers,
  • respectful interaction among students,
  • punctual attendance at classes and refraining from disruptions and other activities unrelated to the class,
  • committed completion of preparatory and follow-up activities related to a module and the class dates in accordance with the module description by students, and
  • open and, where appropriate, confidential discussion of opportunities for improvement and perceived grievances in accordance with this Code of Conduct by teachers and students.
• Fair and transparent performance assessment is an important feature of good teaching. Criteria and requirements are communicated in a comprehensible manner; disadvantage compensation ensures equal study and examination conditions.
• Students maintain academic integrity in their examination performance. Any form of cheating, such as falsification, plagiarism, unauthorised or unacknowledged use of another person's intellectual property, is prohibited and will be punished.
• The use of AI tools is designed in accordance with the module objectives; at the beginning of the course, teachers clearly communicate which forms of AI support are permitted, if any.
• We pay attention to accessibility, family friendliness and inclusion and create conditions that enable equal participation.

3. Cooperation and communication

• Our cooperation in studies and teaching is characterised by trust, openness and confidentiality.
• We express criticism constructively, respectfully and in a solution-oriented manner.
• Decision-making processes in the faculty and committees should be transparent and comprehensible.
• Collegial exchange among teachers for mutual support and sharing of good practices in teaching is a central component of our faculty culture.

4. Learning environment, digitalisation and academic openness

• We promote digital sovereignty and academic independence.
• We create conducive physical and digital learning environments that support health and productivity.
• Equipment, infrastructure and teaching materials are designed to be family-friendly, accessible and resource-efficient.
• We seize the opportunities offered by digitalisation by promoting the development of innovative teaching formats and digital skills – among both teachers and students.
• We are committed to the principles of open science through transparent access to teaching materials and research results, where possible and legally permissible.
• We uphold data protection standards and raise awareness of informational self-determination. For example, recording lectures in audio and video without the explicit consent of the lecturer is not permitted.

5. Internationality and diversity

• We promote intercultural skills and support international students by providing fair conditions, transparent procedures and recognition of achievements.
• Where possible and appropriate, teachers and students broaden their cultural, linguistic and academic horizons through exchanges, guest lecturers, excursions and joint projects within the framework of international cooperation.

6. Sustainability

• We act responsibly when dealing with scarce resources.
• Where relevant and appropriate, we integrate sustainability issues into courses and projects and raise awareness of these issues.
• We ensure that materials are used sparingly, employ digital work processes and collaborate with responsible partners.
• We treat the university's facilities with care. Rooms and their furnishings, technical equipment and learning materials must be protected from damage and careless use.

Implementation and contact points

• This Code of Conduct is binding for all teaching staff and students of the Faculty of WIAI. Students will be made aware of it in an appropriate manner during the introductory days for first-year students and in the first week of lectures.
• This Code of Conduct serves the purpose of prevention and awareness-raising. It is not an instrument for sanctioning or legally evaluating specific behaviours. The university regulations, guidelines and procedures apply to the handling of specific violations.
• In the event of perceived violations, a direct conversation between the students and teachers concerned should be sought where possible.
• The points of contact in the event of perceived violations are: faculty management, in particular the dean of studies, examination boards, equal opportunities officers and other university counselling services.
• The Code of Conduct is reviewed regularly and further developed as necessary.